Health and Happiness

Reading, writing and aerobics: How a popular Indy school uses movement to help kids learn

PHOTO: Dylan Peers McCoy
Princess Glenn hopes to enroll her son at Super School 19.

The ceiling of Principal Aleicha Ostler’s office in School 19 often vibrates, as small feet clamor and stomp above her head.

Ostler’s office isn’t below the gym or a busy hallway, but the classroom above her is seldom quiet. That’s because nearly every class at School 19 has physical activity built into the day, with students walking, dancing and stomping as they study English, math and history.

An elementary and middle school southeast of downtown, School 19 — known in Indianapolis as the SUPER school — is among the most popular magnet schools in the city. Then again, it’s a rare breed: a magnet program focused on health and physical activity at a time when some schools prohibit students from moving during class.

“Here it’s encouraged,” Ostler said. “When they are sitting on a yoga ball, they can rock, they can bounce. They are not told to stop.”

In addition to yoga balls in every classroom, the school has standing desks and exercise equipment students can use during class — such as pedals under desks, stools that spin and child-size ellipticals.

Indianapolis Public Schools SUPER School 19.
PHOTO: Dylan Peers McCoy
Indianapolis Public Schools SUPER School 19.

On a Monday afternoon, the students in one classroom chanted and stomped their feet to music as they counted by seven. Down the hall, seventh graders walked to each side of their social studies class for a debate about whether it’s a “big deal” when football players don’t stand for the national anthem.

In a kindergarten classroom, the teacher led his students in physical movements as they spelled out words, touching his hands to his head, waist and feet for each letter.

“They are just very simple strategies,” said Ostler, who has been principal of School 19 for eight years.

It’s an approach that has proven popular with families. The magnet program is open to children from across the district, and it commonly attracts more students than it can serve — particularly for middle school, which sometimes has more than 100 students on the waitlist, Ostler said.

Yet the little known program ignited controversy last month, when the IPS administration revealed a proposal to convert School 43 to a SUPER school without consulting community leaders. After receiving a rebuke from board member Kelly Bentley, the district retracted the plan. The future of School 43 is still undecided, however, and the school could still convert to a magnet with a health and physical activity focus.

If that happens, School 43’s leaders will be able to use the lessons that School 19 learned as it ramped up its fitness focus. The school added fitness courses on a trial basis after a district official suggested that strategy for combatting obesity, and the pilot was so successful that it expanded to the whole school about five years ago.

In addition to adding movement throughout the day, the school added two extra physical education teachers. Just as academic teachers integrate movement into their classes, physical education teachers also work with students on academic skills. For example, an action-based learning class, teacher Kim Ward, will have students bounce on the trampoline while they practice reading words by sight, she said.

Indianapolis Public Schools SUPER School 19.
PHOTO: Dylan Peers McCoy
Indianapolis Public Schools SUPER School 19.

The school has cooking classes to help students learn to eat healthfully and the school doesn’t allow pizza parties or sweet snacks like birthday cupcakes. Instead, students are encouraged to bring in treats like fruit.

When students are more physically active, research suggests they are better at complex cognition — such as problem solving and remembering what they learn — and do better in school, said Amanda Szabo-Reed, a researcher at the University of Kansas Medical Center who recently summarized existing studies on activity and learning. There’s also evidence that students are better at focusing on tasks after moving, she said.

But research is not clear on whether there are benefits to combining movement and school work — something that Ostler and others at the school said is crucial to the school’s vision.

“There isn’t definitive research out there to say ‘it’s better to do your times tables while doing jumping jacks than to just do jumping jacks,’ ” Szabo-Reed said.

The practical benefits to combining movement and academics are real: Students at School 19 spend a lot more time being physically active than students at schools where the only opportunity for exercise is during a brief recess or gym class.

Comparing test scores over time doesn’t answer the question of whether the fitness program is boosting academic performance, Ostler said, because the student population has changed so much since School 19 became a magnet school.

But the school’s own measurements of students’ fitness have found gains every year, according to Ostler. And teachers say they see another benefit to moving more in class: Students are happier and more engaged during the day.

Megan Burt, an interventionist at School 19, was a first-grade teacher when the magnet program started. She said that students used to get bored in class, resting their heads on their hands. Now, they are more excited about coming to school and rarely seem disinterested.

“It’s hard to teach a group of kids who are just sitting there with their heads on their hands, bored, because then you start to get bored,” she said. “It’s exciting to see kids so excited about school.”

hurdle cleared

Indiana’s federally required education plan wins approval

PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.

U.S. Education Secretary Betsy DeVos has signed off on Indiana’s federally required education plan, ushering in another era of changes — although not exactly major ones — to the state’s public school system.

The U.S Department of Education announced the plan’s approval on Friday. Like other states, Indiana went through an extensive process to craft a blueprint to comply with the Every Student Succeeds Act, or ESSA, which was signed into law in 2015.

“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”

The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.

Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.

Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.

In all, 35 states’ ESSA plans have won federal approval.

Advocates hope the law will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

Indiana officials struggled to bring some state measures in line with federal laws, such as graduation requirements and diplomas.

Under the state’s ESSA plan, A-F grades would include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.

Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.

The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.

While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.

The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.

Read: Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Find more of our coverage of the Every Student Succeeds Act here.

turnaround

Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.